The ''3 Rs'' and neuropsychological function in schizophrenia: An empirical test of the matching fallacy

Wide Range Achievement Test-Revised Reading and Spelling scores appear to be largely unimpaired in schizophrenia patients. In accordance with the ''matching fallacy'' hypothesis, chronic schizophrenia patients performed as well as or better than equally educated controls. Diagnosis x Education interactions showed greater advantages in college-educated patients over college-educated controls. On the basis of a residual score approach. schizophrenia patients showed substantial deficits in Arithmetic and IQ compared with what would be predicted, given their Reading or Spelling scores. A comparison of effect sizes for the discrepancy scores suggested that Reading or Spelling scores provide a better estimate of expected ability than parental education; thus, the former should be useful for matching controls and schizophrenia patients. The authors discuss questions concerning sampling differences, low level of education, and learning disabilities.